How national human rights institutions (NHRIs) can benefit from their unique position and set winning priorities. The guide aims to support NHRIs in adopting a strategic approach to human rights education based on guided exercises and reflections on the specific contexts of NHRIs, the challenges they meet and the unique role and responsibilities of NHRIs in the field of human rights education. The guide also suggests common standards for NHRIs work on human rights education.

 

Aimed at actively engaging parents, children, teachers, unions, communities and local civil society organisations in collectively monitoring and improving the quality of public education PRS offers a set of practical tools that can be used as a basis for mobilisation, advocacy and campaigning. The pack provides four key resources:

1) A charter of 10 rights which, when fulfilled, will enable all children to complete a good quality education;

2) A participatory methodology for: using the charter; collecting, analysing and using data; and consolidating information into ‘citizens reports’ that could be used for the development of Action Plans or to encourage discussions and reviews at local, district and national levels;

3) A series of education- and rights-based indicators organised in a survey format to enable users to capture information in a systematic manner;

4) A compilation of key international human rights references providing the foundations and legitimacy of the charter and reports

PRS builds on education and human rights frameworks to describe an ideal school that offers quality education. Its methodology supports links between programme work at the school level and advocacy and policy efforts in national and international forums. The process is as important as the outcome: it is only through engaging all stakeholders in the process - from developing the charter to collecting and analysing the data and debating the findings - that we will promote greater awareness of what needs to change and how.

Español  French

Con el objetivo de facilitar la participación activa de padres, niños y niñas, profesores y profesoras, sindicatos, comunidades y organizaciones locales de la sociedad civil en el seguimiento colectivo y la mejora de la calidad de la educación pública, Promoviendo los Derechos en las Escuelas o PRS  por sus siglas en inglés (Promoting Rights in Schools) ofrece un conjunto de herramientas prácticas que pueden ser utilizadas como base para la movilización, abogacía, incidencia y campañas. El paquete proporciona cuatro recursos claves:
 
1) Una carta estatutaria de 10 derechos que, cuando se hayan cumplido, permitirán a todos los niños y niñas completar una educación de buena calidad;
 
2) Una metodología participativa para aprender a: usar la carta estatutaria; recopilar, analizar y usardatos; y consolidar la información de los “informes ciudadanos” que pueden ser utilizados para el desarrollo de planes de acción o para animar los debates y las revisiones a nivel local, distrital y nacional;
 
3) Una serie de indicadores de educación, basados en los derechos humanos y organizados en un formato de encuesta para que los usuarios puedan recoger información de una manera sistemática;
 
4) Una recopilación de referencias claves internacionales de derechos humanos que proporcionan los fundamentos y la legitimidad de la carta estatutaria y de los informes.
 
PRS Promoviendo los Derechos en las Escuelas se basa en la educación y los marcos de derechos humanos para describir una escuela ideal que ofrezca una educación de calidad. Su metodología es compatible con los vínculos entre el programa de trabajo a nivel de la escuela,  las actividades de promoción y los esfuerzos políticos en foros nacionales e internacionales. El proceso es tan importante como el resultado: es sólo a través de la participación de todos los interesados y las interesadas ​​en el proceso - desde el desarrollo de la carta estatutaria, como la recogida de datos, su posterior análisis y elconsiguiente debate de las conclusiones – como se promueve una mayor conciencia de lo que hay que cambiar y de cómo hacerlo.

English  French

Key resource

Education is a fundamental human right of every woman, man and child. In states’ efforts to meet their commitments to making the right to education a reality for all, most have made impressive progress in recent decades. With new laws and policies that remove fees in basic education, significant progress has been made in advancing free education. This has led to tens of millions of children enrolling for the first time and the number of out of school children and adolescents falling by almost half since 2000. Important steps have also been taken with regard to gender parity and states have made efforts to raise the quality of education through improved teacher policies and a growing emphasis on learning outcomes. 

Despite these efforts, breaches of the right to education persist worldwide, illustrated perhaps most starkly by the fact that 262 million primary and secondary-aged children and youth are still out of school. Girls, persons with disabilities, those from disadvantaged backgrounds or rural areas, indigenous persons, migrants and national minorities are among those who face the worst discrimination, affecting both their right to go to school and their rights within schools.

To respond to the challenges, the Right to Education Initiative (RTE) with UNESCO have developed this handbook to guide action on ensuring full compliance with the right to education. Its objective is not to present the right to education as an abstract, conceptual, or purely legal concept, but rather to be action-oriented. The handbook will also be an important reference for those working towards the achievement of SDG4, by offering guidance on how to leverage legal commitment to the right to education as a strategic way to achieve this goal. 

FRANCAIS

Key resource

This monitoring guide is designed to help civil society organisations monitor education under attack from a human rights perspective. It will guide you through:

I: the importance of monitoring

II: give you advice on what to look for and how to collect data

III: provide you with a list of indicators you might want to look at

IV: give recommendations on how and who to report to when identifying violations of the right to education. 

It is part of a series of thematic guidance notes providing practical advice on monitoring various aspects of the right to education from a human rights perspective. These guides are based on, and supplement, the Right to Education Initiative’s right to education monitoring guide, which provides a human rights framework for monitoring education and education-related issues, as well as our experiences across various monitoring initiatives that we have undertaken with partners from all over the world. 

See also the sister publication: Education Under Attack: a guidance note for journalists and photographers 

Key resource

The ten rights defined in this PRS framework describe what should be included in the approach of an ‘ideal’ school that offers quality inclusive public education and supports our work to secure and strengthen free, compulsory inclusive quality public education for all.

This collaborative approach between ActionAid and the Right to Education Initiative aims to secure free, compulsory, quality public education for all.

This is version two of the framework replacing the first version produced in 2011.

Key resource

Changes in the media market after the end of the cold war, the development of new technologies and the hindering consequences of multiple economic crises have strengthened collaboration between journalists, photographers, videographers, and NGOs. Media reporting on conflict zones can play an enhanced role in helping civil society organisations (CSOs) to document attacks on education and CSO knowledge and connections could help journalists uncover important stories from the front lines. 

This brief encourages a systematic collaboration focused on collecting and sharing data that may help advance the right to education in emergency situations. It is part of a Right to Education Initiative (RTE) series of briefs designed to help civil society organisations monitor and advocate for the right to education, such as the guide on Monitoring Education Under Attack from a Human Rights Perspective.

Data is necessary for the realization of human rights. Without it we cannot understand the prevailing human rights situation, we cannot make informed policy decisions, and we cannot assess the effectiveness of those policy decisions.

The collective position articulates a series of principles and recommendations states should follow when collecting, analyzing and using data for public decision-making, in line with human rights obligations. It also provides a comprehensive overview of key data-related issues (e.g. representativeness, quality, privacy, transparency…) that are instrumental in advancing ESCR, and that as human rights advocates, we should be aware of. In particular, this final version contains stronger analysis on issues of equality and non-discrimination and privacy in light of the impacts of digitalization and data commercialization on ESCR.  

This collective position is the outcome of a two-year long process that involved over 25 organizations, social movements, and individual members of the Network who have co-drafted and provided inputs on the document. 

 

ESPAÑOL

Los datos son necesarios para la realización de los derechos humanos. Sin ellos no podemos entender la situación prevalente de los derechos humanos, no podemos tomar decisiones informadas sobre políticas y no podemos evaluar la efectividad de esas decisiones sobre políticas.

La posición plantea una serie de principios y recomendaciones que los Estados deberían seguir a la hora de recopilar, analizar y utilizar los datos para la toma de decisiones públicas. También proporciona una visión general de las cuestiones clave relacionadas con los datos (por ejemplo, la representatividad, la calidad, la privacidad, la transparencia...) que son fundamentales para el avance de los derechos económicos, sociales y culturales, y que es importante que los defensores de los derechos humanos conozcan. Esta versión final contiene un análisis más sólido sobre cuestiones de igualdad y no discriminación y de privacidad, especialmente a la luz de los impactos de la digitalización y la comercialización de datos sobre los DESC. 

Esta posición colectiva es el resultado de un proceso que llevó dos años e involucró a más de 25 organizaciones, movimientos sociales y miembros individuales de la Red que trabajaron en la redacción e hicieron aportes al documento, como se indicó anteriormente. 

 

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